The serious games industry needs game engines, or frameworks, that have been developed specifically with this sector in mind. This paper discusses the criteria that such engines need to adhere to in order to support viable solutions. These criteria are illustrated on the basis of SimPort, a novel multiplayer management game framework. SimPort has shown to be very powerful, functional and easy to use in the development of MV2, a game module simulating a major expansion project, the Maasvlakte 2 area, of the Port of Rotterdam in the Netherlands [8]. In addition, from MV2 real-life usage so far, players and tutors have concluded that this game is not only rather educational, but also a lot of fun to play.
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Learner metacognition can positively impact learning. However, little is known about how to effectively design game-based learning environments such that metacognition is promoted in learners. Previous research does not provide sufficiently structured and empirically verified insights for designers and researchers to make informed design decisions. This paper describes the development of a design framework for metacognition in game-based learning. The framework is derived from existing literature and cases, and further elaborated through a formative expert evaluation. For instruction, gameplay, and the integration of both, the resulting framework defines specific design dimensions that indicate the relevant areas in which informed design-decisions are likely to affect learners' metacognition. As such, this framework aids specification of designs, structured comparisons between different designs, and focused research effort in identifying specific design guidelines for metacognition in game-based learning.
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Game-based learning can motivate learners and help them to acquire new knowledge in an active way. However, it is not always clear for learners how to learn effectively and efficiently within game-based learning environments. As metacognition comprises the knowledge and skills that learners employ to plan, monitor, regulate, and evaluate their learning, it plays a key role in improving their learning in general. Thus, if we want learners to become better at learning through game-based learning, we need to investigate how metacognition can be integrated into the design of game-based learning environments.In this paper we introduce a framework that aids designers and researchers to formally specify the design of game-based learning environments encouraging metacognition. With a more formal specification of the metacognitive objectives and the way the training design and game design aims to achieve these goals, we can learn more through analysing and comparing different approaches. The framework consists of design dimensions regarding metacognitive outcomes, metacognitive training, and metacognitive game design. Each design dimension represents two opposing directions for the design of a game-based learning environment that are likely to affect the encouragement of metacognitive awareness within learners. As such, we introduce a formalised method to design, evaluate and compare games addressing metacognition, thus enabling both researchers and designers to create more effective games for learning in the future.
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Design and development practitioners such as those in game development often have difficulty comprehending and adhering to the European General Data Protection Regulation (GDPR), especially when designing in a private sensitive way. Inadequate understanding of how to apply the GDPR in the game development process can lead to one of two consequences: 1. inadvertently violating the GDPR with sizeable fines as potential penalties; or 2. avoiding the use of user data entirely. In this paper, we present our work on designing and evaluating the “GDPR Pitstop tool”, a gamified questionnaire developed to empower game developers and designers to increase legal awareness of GDPR laws in a relatable and accessible manner. The GDPR Pitstop tool was developed with a user-centered approach and in close contact with stakeholders, including practitioners from game development, legal experts and communication and design experts. Three design choices worked for this target group: 1. Careful crafting of the language of the questions; 2. a flexible structure; and 3. a playful design. By combining these three elements into the GDPR Pitstop tool, GDPR awareness within the gaming industry can be improved upon and game developers and designers can be empowered to use user data in a GDPR compliant manner. Additionally, this approach can be scaled to confront other tricky issues faced by design professionals such as privacy by design.
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The design of health game rewards for preadolescents Videogames are a promising strategy for child health interventions, but their impact can vary depending on the game mechanics used. This study investigated achievement-based ‘rewards’ and their design among preadolescents (8-12 years) to assess their effect and explain how they work. In a 2 (game reward achievement system: social vs. personal) x 2 (game reward context: in-game vs. out-game) between-subjects design, 178 children were randomly assigned to one of four conditions. Findings indicated that a ‘personal’ achievement system (showing one’s own high scores) led to more attention and less frustration than a ‘social’ achievement system (showing also high scores of others) which, in turn, increased children’s motivation to make healthy food choices. Furthermore, ‘out’-game rewards (tangible stickers allocated outside the game environment) were liked more than ‘in’-game rewards (virtual stickers allocated in the game environment), leading to greater satisfaction and, in turn, a higher motivation to make healthy food choices.
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This paper presents the latest version of the Machinations framework. This framework uses diagrams to represent the flow of tangible and abstract resources through a game. This flow represents the mechanics that make up a game’s interbal economy and has a large impact on the emergent gameplay of most simulation games, strategy games and board games. This paper shows how Machinations diagrams can be used simulate and balance games before they are built.
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This paper examines how a serious game approach could support a participatory planning process by bringing stakeholders together to discuss interventions that assist the development of sustainable urban tourism. A serious policy game was designed and played in six European cities by a total of 73 participants, reflecting a diverse array of tourism stakeholders. By observing in-game experiences, a pre- and post -game survey and short interviews six months after playing the game, the process and impact of the game was investigated. While it proved difficult to evaluate the value of a serious game approach, results demonstrate that enacting real-life policymaking in a serious game setting can enable stakeholders to come together, and become more aware of the issues and complexities involved with urban tourism planning. This suggests a serious game can be used to stimulate the uptake of academic insights in a playful manner. However, it should be remembered that a game is a tool and does not, in itself, lead to inclusive participatory policymaking and more sustainable urban tourism planning. Consequently, care needs to be taken to ensure inclusiveness and prevent marginalization or disempowerment both within game-design and the political formation of a wider participatory planning approach.
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The use of games as interventions in the domain of health care is of-ten paired with evaluating the effects in randomized clinical trials. The iterative design and development process of games usually also involves an evaluation phase, aimed at identifying improvements for subsequent iterations. Since game design theory and theories from associated fields provide no unified framework for designing successful interventions, interpreting evaluation results and for-mulating improvements is complicated. This case study explores an approach of monitoring design decisions and corresponding theories throughout the design and development cycle, allowing evaluation results to be attributed to design decisions. Such an approach may allow the game design and development pro-cess to iterate the game more efficiently towards use in practice.3rd European Conference on Gaming and Playful Interaction in Health Care.
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Assistive technology supports maintenance or improvement of an individual’s functioning and independence, though for people in need the access to assistive products is not always guaranteed. This paper presents a generic quality framework for assistive technology service delivery that can be used independent of the setting, context, legislative framework, or type of technology. Based on available literature and a series of discussions among the authors, a framework was developed. It consists of 7 general quality criteria and four indicators for each of these criteria. The criteria are: accessibility; competence; coordination; efficiency; flexibility; user centeredness, and infrastructure. This framework can be used at a micro level (processes around individual users), meso level (the service delivery scheme or programme) or at a macro level (the whole country). It aims to help identify in an easy way the main strengths and weaknesses of a system or process, and thus guide possible improvements. As a next step in the development of this quality framework the authors propose to organise a global consultancy process to obtain responses from stakeholders across the world and to plan a number of case studies in which the framework is applied to different service delivery systems and processes in different countries.
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The authors present the study design and main findings of a quasi-experimental evaluation of the learning efficacy of the Serious Game (SG) 'Hazard Recognition' (HR). The SG-HR is a playable, two-level demonstration version for training supervisors who work at oil and gas drilling sites. The game has been developed with a view to developing a full-blown, game-based training environment for operational safety in the oil and gas industry. One of the many barriers to upscaling and implementing a game for training is the questioned learning efficacy of the game. The authors therefore conducted a study into the game's learning efficacy and the factors that contribute to it. The authors used a Framework for Comparative Evaluation (FCE) of SG, and combined it with the Kowalski model for Hazard Detection and the Noel Burch competence model. Four experimental game sessions were held, two involving 60 professionals working in the oil and gas industry, and two with engineering students and consultants. Relevant constructs were operationalized and data were gathered using pre and post-game questionnaires. The authors conclude that the SG-HR improves players' skills and knowledge on hazard detection and assessment, and it facilitates significant learning efficacy in this topic. The FCE proved very helpful for setting up the evaluation and selecting the constructs.
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